What Is a Population Parameter

In statistics, a population parameter is a number that describes something about an entire group or population. This should not be confused with parameters in other types of math, which refer to values that are held constant for a given mathematical function. Note also that a population parameter is not a statistic, which is data that refers to a sample, or subset, of a given population. With a well-designed study, you may be able to obtain a statistic that accurately estimates the true value of a population. Key Takeaways: Population Parameter In statistics, a population refers to all the members of a group of people or things. A population can be large or small depending on what you are interested in studying.A parameter is data that describes the entire population, while a statistic is data that describes a sample of that population.A sample is a part, or a subset, of a population.With a well-designed study, a sample statistic may provide an accurate estimate of a population parameter. What Is a Population? In statistics, a population refers to all the members of a group. A population can be large or small depending on what you are interested in studying. For example, a population could be â€Å"all the residents of Germany†Ã¢â‚¬â€which in 2017 was estimated to be about 83 million people—or â€Å"all the freshman in a certain high school†Ã¢â‚¬â€which can range from a single person to a couple thousand depending on the school. And though you may have heard the term â€Å"population† in reference to people, a population can refer to other groups of things as well. For example, you may be interested in studying the population of birds that live near a certain beachside area, or the balloons produced by a specific manufacturer. Population vs. Sample No matter how large or small a population may be, a sample refers to a subset, or part, of that population. For example, if the number of freshmen in a high school class is 100, you may choose to study only 45 of the students. Statistical studies typically use samples instead of populations because it may be costly, time-consuming, or simply impossible to find or reach out to everyone in a population. Nevertheless, if you are conducting a statistical study, you should try to design your study so that it accurately represents the population. For example, if you want a sample representing all the people residing in Germany, you may want to randomly select people from every part of the country. You should also make sure your sample size, or number of things you are studying, is large enough so that your data becomes statistically significant: it accurately estimates the true statistics regarding a population. What Is a Parameter? You may have already heard of parameters in math, which are values that are held constant for a given mathematical function. In statistics, the definition of parameter is different. A parameter is data that refers to something about an entire population. If your population is all the lunches that the students in X high school eat on a certain day, a population parameter might be that 35 percent of the lunches are brought from home. Parameter vs. Statistic Parameters and statistics are very similar in that they both say something about a group—for example, that â€Å"20% of MMs are the color red†Ã¢â‚¬â€but the key difference is who or what they are describing. Whereas parameters refer to an entire population, statistics refer to part of that population, or the sample of the population that was researched in a study. For example, in the above example, instead of going through all the MMs in existence and counting how many red ones there are to obtain a population parameter, you may count how many red MMs are in several packs to obtain your sample’s statistic.  If your study was designed well, the statistic you obtain should closely estimate the actual population parameter.

Estrangement in Joseph Conrads Amy Foster and in Rebecca...

Estrangement in Joseph Conrads Amy Foster and in Rebecca Wests The Return of the Soldier The concept of male estrangement in an alien environment is portrayed in both Joseph Conrad’s short story, Amy Foster, as well as in Rebecca West’s book, The Return of the Soldier. First, there are adverse reactions to the male protagonists’ placement in their environments. The reactions vary between the protagonists and the people they come into contact with. Second, there are similarities and differences between the way the two authors chose to explore the situations presented. Third, both protagonists handle their estrangement differently. It is hard to behave appropriately when you are among peculiar customs. It seems ironic that†¦show more content†¦This causes him to develop â€Å"A complete case of amnesia†¦His unconscious self is refusing to let him resume his relations with his normal life, and so we get this loss of memory† (West 79). In a sense, Chris becomes trapped in his past. Fifteen years earlier to be precise. Because of his amnesia, Chris responds to the reality of his â€Å"current life† with a sort of disbelief. For example, when his wife Kitty is mentioned, he replies: â€Å"I haven’t got a wife! Has some woman been turning up with a cock-and-bull story of being my wife? Because it’s the damnedest lie!† (West 20). Of course his wife has her own take on the entire matter, and one that is hardly full of sympathy and support. For example, West writes on page 31: â€Å"†¦her pink mouth went on manufacturing malice. â€Å"This is all a blind,† she said at the end of an unpardonable sentence. â€Å"He’ s pretending†¦Ã¢â‚¬ . Kitty refuses to accept the current situation, and views it with a sort of vindictiveness. In both situations, the protagonist is alienated, and in both situations, others treat the protagonist harshly. The people involved in the harsh behavior are not consistent in both stories. In Amy Foster, the people conducting themselves in a harsh manner are the average citizens with which Yanko Goorall has contact. For example, there is the milkman, who whipped at Yanko; Mrs. Finn, who berated Yanko with an umbrella; and Mrs. Smith who failed to ever trust Yanko. There areShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesinternational terrorism, which were powerfully symptomatic of the unprecedented reach and intensity of the processes of globalization on either side of the otherwise unremarkable last and first years of the old and new millennia, represented both a return to trends reminiscent of the opening decades of the twentieth century and a major break from the prevailing dynamics of the cold war. In addition to the problems posed for conceptualizing the twentieth century as a discrete era of world history due

Ethics Final Project Free Essays

ETHICS FINAL PROJECT 1. Proposed Action Plan: Describe the action plan you proposed at the beginning of the semester. At the beginning of the semester we first had the idea of taking a computer to the asylum to help those people in there to have more technology; we also wanted to take brooms and mops to help them to have cleaned the house. We will write a custom essay sample on Ethics Final Project or any similar topic only for you Order Now The entire classroom talked about this and each team decided to do something for those needed people. 2. Done activities: Explain very carefully the different activities you did during this semester, including dates, names of the responsible people in the team, and results. We went to the computer department to see if they had a computer with no use and if they can give it to use, they decided to tell us when they got one with no use. That’s how they did it, after a time they told us, but it was a long time when they advised us so we had another project which was to make stairs for rehabilitation to the people in the asylum, so we united with other team and gave them money to make this project real. 3. Comparative of the results: Write down if the results of your project were the ones you expected. If not, how are they different? Why? We wanted to give them the computer so we didn’t expect that we would unite our team with another one to make the stairs project, so we think it is not what we expected to be our project but we think that the idea to unite teams was a good one because the stairs were really expensive. 4. Personal Learning: Explain if the members of the team had some learning experience with this project. Yes all of the team members had a great experience, because of helping people ho needed and that’s the main reason why because it feels great doing that, and knowing that other people can get better just for a little help of yours. 5. Team Work: Describe how your team work was, including positive and negative aspects. Our team work was good because we went to the asylum and check what they needed and because the team all united went to the computers department and all of the team members had a great experience with this project and not only because w e did it well, it’s because we helped other people. 6. Conclusion: Finally write down a conclusion about the social work you had this semester. We think this semester help us a lot because of many things, we helped needed people and that’s feels great, we learned ethics about many things of the human life animal life and many things more. This was a great semester and all the team members are really happy to be here in this class, thanks Elideth for doing this to us. Team Members: Erick Villasenor Oscar Torres Paola Delgadillo Joel Azuara Victor Galvan Sofia Ascanio Daniela Diaz Juan Pablo Fernandez Vertiz How to cite Ethics Final Project, Essay examples

Economy, Society and Politics in 19th Century London free essay sample

Indeed, studying the large-scale improvement scheme of London’s streets in the nineteenth century brings to light the radical change in sanitation levels, the presence of poverty and social disparity which was still rife and the advent of leisure and a growing middle class, visible in new public spaces which continue on from the street, such as parks and gardens. These ideas will form around the analysis of three pieces of visual art dating from nineteenth century London. Let us first look at Figure 1 of the crossing sweeper and the lady. In this painting by William Powell Frith is depicted a typical street scene of Victorian London. Indeed, crossing sweepers were very present, as expressed by Henry Mayhew in his extensive study of London, London Labour and the London Poor: â€Å"We can scarcely walk along a street of any extent, or pass through a square of the least pretensions to gentility, without meeting one or more of these private scavengers. † (Mayhew, 1861). These ‘scavengers’ constituted a large part of London’s poor; in the painting the young boy offering his services is barefooted, his trousers and vest ripped and his overall appearance one of ruggedness and misery. This is perfectly contrasted by the lady, who on the contrary is in luxurious attire; a velvet overall covering her and her leather boots shining. Behind her stand white and grandiose buildings with stucco facades which place the painting somewhere in West London. As explained by Bills (2004) the presence of a Notting Hill omnibus and the painter’s familiarity with Lancaster Gate suggests the painting could more precisely be inspired from the Notting Hill area. Beyond the very organisation of the painting however is its message. The lady, who is trying to cross the street whilst ignoring the young boy who asks for money, is walking by foot rather than travelling by carriage, which would have been expected by a woman of her stature at the beginning of the century. This change in behaviour was brought about by the major development scheme to clear the streets of London organized by the Metropolitan Board of Works. At the start of the century, sewage management was highly inefficient and, needless to say, extremely unhygienic. Before the research completed by pioneering physician John Snow, the miasmatic theory was largely held that disease was spread through the air rather than, as Mr Snow elucidated, through water, which he demonstrated to cause the spread of cholera. This new information, along with the Great Stink of 1858, compelled legislators to better manage London’s sewage works. The city moved from private enterprise of water supplies and sewage treatments to modern hydrological systems that worked as a whole. By 1855, the Metropolis Management Act was passed which created the Metropolitan Board of Works, an authority aimed towards developing London’s infrastructure in such a way that would cover all boroughs of the city, regardless of municipal governments. The Board of Works created a complex system of intercepting sewers, including fourteen pumping stations and two wastewater treatment plants (Bruce, 1969). Not only were the streets deodorized, they were also cleaner and starting to become more safe and hygienic, paved by granite and macadam. In addition, electric street lights were introduced around 1880 to modernize the urban experience. In a study of London’s transformation, urban technologies are explained as shaping London; â€Å"on the one hand, they could shield the eyes and ears of genteel urbanites from the offensive and barbarous workings of backstreet butchers. On the other, they enhanced the sensory vocabulary of London’s populations, first through gas lamps and later via electric lighting. † (Mort Ogborn, 2004). This concealment process was as effective for odour as it was for unsightly areas. Pooley (1984) talks about bus and tram routes which went through main streets lined with shops, by design hiding the unsanitary living courts below. He describes how a suburban dweller could then be oblivious to ‘unsightliness’: â€Å"the suburban dweller could thus avoid living in, and may even have been unaware of, the unhealthy districts with their polluted water supply, inefficient street cleansing, insanitary houses and all the other negative externalities associated with inner-city living. † These slums or rookeries were therefore to be cut off or cut out by the Metropolitan Board of Works street clearances and other public transportation schemes. Indeed, entire areas were pulled down in the hope to reduce poverty and restore cleaner air as well as increase visibility on social differences between classes. Unfortunately, though the long-term effect of this scheme was eventually successful, the immediate outcome is believed to have been very severe; â€Å"as land values rose, slum housing was demolished, forcing those with limited geographical mobility to crowd into adjacent neighbourhoods, thus continuing the cycle [of poverty]† (Baer, 1979). This ‘delocalisation’ entailed even further segregation between rich and poor in the modern city. A study of the distribution of the most poor, the paupers (who relied upon the Poor Law for survival), was carried out in an attempt to understand the development of pauperism. The results showed that â€Å"if the statistical curve of pauperism for 1881 be compared with that of 1891 [the] curve is sliding across from right to left [ ] showing that poverty breeds poverty, and the result of that breeding is ever growing concentrations of the poor† (Dorling Pritchard, 2009). This was most obvious in the residential patterns of Victorian cities, as stated by Canadine (1977), â€Å"segregation, which is much more widespread, is by status and income. The poor, whatever their occupation, huddle together on the edge of the central business district, whilst those with time and money to spare flee to the periphery. And between these extremes are the increasingly segregated lower and middle classes, in a variety overlapping zonal, sectorial and clustered residential patterns. † With this in mind, Firth’s painting is all the more powerful, skilfully representing the division of the classes between the wealthy and the destitute. Indeed, the painting seems split vertically: the boy, on the left side, with a broom in his hand, is complemented by another seemingly poor boy like himself in the carriage to represent London’s poor. The lady, on the right side, is looking in the opposite direction and contributes, along with the man walking away behind her, to creating the imagery of London’s wealthy, upper-middle class. The physical aversion to the scene by the gentleman and the lady could also translate a general social aversion of the rich towards the poor. At the time, it was believed by many that poverty was in the majority of cases self-inflicted; â€Å"the poor were expected to become ‘manly’; and ‘independent’ through the practice of thrift and self-help† (Baer, 1979). This controversy concerning a person’s capacity to disengage themselves from poverty was rife, not only among the rich, but throughout society. Figure 2 shows an example of a young boy blackening a client’s shoe. The photo, from Street Life in London by John Thomson and Adolph Smith, is followed by a detailed explanation of the shoe-blacking community which relied upon the freedom of the streets for survival. Within these workers were two parallel opinions: some boys believed the work should be reserved to children and exclude able-bodied adults who could perform another line of work; whereas others believed that a man should be free to choose whichever profession he pleased. However, regardless of the existence of these two beliefs, one prevailed, backed by the Metropolitan Police. The police force, created in 1829 in the context of London’s urban renewal and centralisation of the municipality, was henceforth able to influence the fate of street tradesmen. In the study of street life in London, policemen’s authority is clearly depicted explaining how certain policemen have been known to kick the boot-black’s box under a clients’ feet to prevent the blackener from working on the street without a licence. (Thompson Smith, 1877).